台灣及澳門4至6年級小學學生識字錯誤型態差異之分析

The difference of error types in word recognition between primary students in grades 4-6 in Taiwan and Macau

本研究旨在為澳門地區發展小學4-6 年級識字診斷測驗以利鑑定學習障礙學生。依據澳門地區小學課程標準及參考國內外相關識字研究及測驗編擬試題，藉由評量學生「聽詞選字」、「辨別字形、字義」、「念讀字音」的能力，篩選疑似學習障礙學生。常模樣本為澳門地區756位4-6年級學生，本測驗共有甲、乙兩式複本，Pearson 相關係數.88，顯示信度良好。在效度上由台灣及澳門兩地學者及實務專家共計7位，進行題目及施測流程之審查。本研究最後根據測驗建置的過程及與澳門教師交流的經驗，比較台灣與澳門地區小學生識字錯誤形態，並介紹針對識字錯誤類型所適用的識字教學法，協助教師在運用診斷測驗工具後，能依據測驗結果擬訂IEP，並做適當的教學介入。

The study refers to the development of word recognition assessments for grades 4 to 6 in Macau primary schools. The content of assessments is based on primary school curricula standards in Macau. The assessments evaluate the students' abilities of dictation, Chinese characters and word recognition, and pronunciation. The norms are established based on 756 students from the 4th to the 6th grade. All scores have undergone internal consistency reliability test. According to the results of the reliability examination (form A and B), the test has passed expert validity verifications. Pearson's correlation coefficient value was .88. Using the assessment-making procedure and experience working with teachers of Macau, the study provides teaching suggestions and introduces suitable teaching methods. When teachers develop the IEP, they can use the results of the test to make appropriate teaching intervention.